Souto-Manning, Mariana V. (ms3983)

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Mariana Souto-Manning
Associate Professor of Early Childhood Education
Director, Quality Universally Inclusive Early Responsive Education (QUIERE); Director, Early Childhood Education & Early Childhood Special Education Programs; & Director, Doctoral Program in Curriculum & Teaching
Curriculum & Teaching
212-678-3970

Office:
302D Zankel

Office Hours:
Summer 2017 Office Hours: Mondays and Wednesdays, 3-4pm (until June 28)

Educational Background

 

Ph.D., Language Education, The University of Georgia


M.Ed., Early Childhood Education, The University of Georgia


B.S.Ed., Early Childhood Special Education (major); TESOL (minor), The University of Georgia

Scholarly Interests

Mariana Souto-Manning, Ph.D., is Associate Professor at Teachers College, Columbia University, where she serves as Director of the Doctoral Program in Curriculum and Teaching and Director of the Early Childhood Education and Early Childhood Special Education Programs. She is also Chair of the National Council of Teachers of English (NCTE) Research Foundation. She directs the federally-funded Quality Universally Inclusive Early Responsive Education (QUIERE) Project. Before becoming a university-based teacher educator, she was an early childhood teacher in public (pre)schools in Brazil and in the United States.

Prof. Souto-Manning is an early childhood teacher educator committed to racial and cultural justice. From a critical perspective, her research examines in/equities and in/justices in early childhood teaching and teacher education, critically recentering methodologies and pedagogies on the lives and experiences of people of color and other historically minoritized communities. She consider questions such as "critical for whom?" and "according to whom?" as she investigates issues pertaining to equitable teaching and learning, focusing on languaging and literacy practices in pluralistic settings. As she considers issues of colonization, assimilation, and oppression in schooling and society, she critically examines theoretical and methodological issues and dilemmas of doing research with communities of color.

Souto-Manning regularly collaborates with teachers and engages in community-engaged research. She has published seven books, including the 2016 winner of the American Educational Studies Association Critics’ Choice Award, Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K-2 (with Jessica Martell, a NYC public school teacher). In addition to books and book chapters, she has published over 60 articles in journals such as Linguistics and Education, International Journal of Qualitative Studies in Education, Journal of Teacher Education, Teaching and Teacher Education, Research in the Teaching of English, and Teachers College Record. She is the recipient of a number of research awards, including the 2011 American Educational Research Association Division K Innovations in Research on Diversity in Teacher Education Award and the 2017 AERA Teaching and Teacher Education (Division K) Mid-Career Award. 

Selected Publications

               

Books

Souto-Manning, M., & Yoon, H. S. (2017). Reading and rewriting worlds: Rethinking early literacies. London, UK: Routledge.

Souto-Manning, M., & Martell, J. (2016). Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K-2. New York, NY: Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. M. (Eds.). (2016). Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Souto-Manning, M. (2013). Multicultural teaching in the early childhood classroom: Strategies, tools, and approaches, Preschool-2nd grade. Washington, DC: Association for Childhood Education International and New York, NY: Teachers College Press.

Souto-Manning, M. (2010). Freire, teaching, and learning: Culture circles across contexts. New York, NY: Peter Lang.

Cahnmann-Taylor, M., & Souto-Manning, M. (2010). Teachers act up! Creating multicultural learning communities through theatre. New York, NY: Teachers College Press.

Jennings, L., Jewett, P., Laman, T., Souto-Manning, M., and Wilson, J.(Eds.). (2010). Sites of possibility: Critical dialogue across educational settings. Cresskill, NJ: Hampton Press.

  

Edited Journal Issues

Souto-Manning, M., & Philip, T. (2018, in preparation). Preparing asset, equity, and social justice oriented teachers within the contemporary political challenges to university-based teacher education. Teachers College Record.

Winn, M., & Souto-Manning, M. (2017). Disrupting inequality through educational research. Review of Research in Education, 41.

Souto-Manning, M. (Ed.). (2014). Diverse learners in diverse times. A special issue of Contemporary Issues in Early Childhood, 15(2).

 

Articles

Souto-Manning, M., & Winn, M. (in press; 2017). Where do we go from here?: Foundational understandings as show ways for interrupting injustice and fostering justice in and through education research. Review of Research in Education, 41, ix–xix.

Caraballo, L., & Souto-Manning, M. (2017). Co-constructing identities, literacies, and contexts: Sustaining critical meta-awareness with/in urban communities. Urban Education, 52(5), 555-560. DOI: 10.1177/0042085915618726

Souto-Manning, M. (2017). Generative text sets: Tools for negotiating critically inclusive teacher education pedagogical practices. Journal of Early Childhood Teacher Education, 38(1), 260-281. DOI: 10.1080/10901027.2016.1165760

Souto-Manning, M. (2017). Is play a privilege or a right? And what’s our responsibility? On the role of play for equity in early childhood education. Early Child Development and Care, 187(5-6), 785-787. DOI: 10.1080/03004430.2016.1266588

Souto-Manning, M., & Martell, J. (2017). Committing to culturally relevant literacy teaching as an everyday practice: It’s critical! Language Arts, 94(4), 252-256.

Souto-Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners.The Reading Teacher, 70(3), 263–271.

Souto-Manning, M. & Cheruvu, R. (2016). Challenging and appropriating discourses of power: Listening to and learning from successful early-career early childhood teachers of color. Equity and Excellence in Education, 49(1), 9-26.

Souto-Manning, M., Dernikos, B., & Yu, H. (2016). Rethinking normative literacy practices, behaviors, and interactions: Learning with immigrant boys. Journal of Early Childhood Research, 14(2), 163–180. DOI: 10.1177/1476718X14548782

Bentley, D. F., & Souto-Manning, M. (2016). Toward inclusive understandings of marriage in an early childhood classroom: negotiating (un)readiness, community, and vulnerability through a critical reading of “King and King.” Early Years: An International Journal of Research and Development, 36(2), 195–206. DOI: http://dx.doi.org/10.1080/09575146.2015.1104899

Souto-Manning, M., Campano, G., & Parker, K. (2016). Critical approaches to language research with the potential to change educational practice. Research in the Teaching of English, 50(3), 368-372.

Cheruvu, R., Souto-Manning, M., Lencl, T., & Chin-Calubaquib, M. (2015). Race, isolation, and exclusion: What early childhood teacher educators need to know about the experiences of pre-service teachers of color. The Urban Review, 47, 237-265.

Goodwin, A.L., Smith, L., Souto-Manning, M., Cheruvu, R., Reed, R., Tan, M., & Traveras, L. (2014). What should teacher educators know and be able to do?: Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302.

Souto-Manning, M. (2014). Making a stink about the “ideal” classroom: Theorizing and storying conflict in early childhood education. Urban Education, 49(6), 607–634.

Souto-Manning, M. (2014). Critical narrative analysis: the interplay of critical discourse and narrative analyses. International Journal of Qualitative Studies in Education, 27(2), 159-180.

Souto-Manning, M. (2014). Situating diverse learners in diverse times. Contemporary Issues in Early Childhood, 15(2), 88-93.

Souto-Manning, M. (2013). On children as syncretic natives: Disrupting and moving beyond normative binaries. Journal of Early Childhood Literacy, 13 (3), 368-391.

Souto-Manning, M. (2013). Competence as linguistic alignment: Linguistic diversities, affinity groups, and the politics of educational success. Linguistics and Education, 24 (3), 305-315.

Souto-Manning, M. (2013). Teaching young children from immigrant and diverse families. Young Children, 68(4), 72-80.

Dudley-Marling, C., Cazden, C., Souto-Manning, M., Jewett, P., Jennings, L.B., Laman, T.T., & Wilson, J. (2013). Talking, learning and critiquing: Where are we headed? Talking Points, 24(2), 2-6.

Souto-Manning, M., & Price-Dennis, D. (2012). Critically redefining and repositioning media texts in early childhood teacher education: What if? And why? Journal of Early Childhood Teacher Education, 33(4), 304-321.

Souto-Manning, M., & Felderman, C. B. (2012). Negotiating critical literacies: Toward full inclusion in early childhood classrooms. Perspectives and provocations: Early childhood education assembly yearbook, volume 1. Charlotte, NC: Information Age Publishing.

Souto-Manning, M. (2012). Teacher action research in teacher education. Childhood Education, 88(1), 54-66.

Laman, T., Jewell, P. Jennings, L., Souto-Manning, M.,  & Wilson, J. (2012). Supporting critical dialogue across educational contexts. Equity & Excellence in Education, 45(1), 197–216.

Souto-Manning, M. (2011). Playing with power and privilege: Theatre games in teacher education. Teaching and Teacher Education, 27(6), 997-1007.

Price-Dennis, D., & Souto-Manning, M. (2011). (Re)Framing diverse pre-service classrooms as spaces for culturally relevant teaching. Journal of Negro Education, 80(3), 223-238.

Souto-Manning, M., & Vasquez, V. (2011). Early childhood education assembly: Changing the face of early literacy education within NCTE and beyond. English Journal, 101(1), 123-125.

Gregg, K., Rugg, M., & Souto-Manning, M. (2011). Fostering family-centered practices through a family-created portfolio. The School Community Journal 71(1), 53-70.

Genishi, C., & Souto-Manning, M. (2011). Parent and child face-to-face: On the Battle hymn of the tiger mother. Teachers College Record. Retrieved April 5, 2011 from: http://www.tcrecord.org/Content.asp?ContentId=16375

Souto-Manning, M. (2010).Challenging ethnocentric literacy practices: (Re)Positioning home literacies in a Head Start classroom. Research in the Teaching of English, 45(2), 150-178.

Souto-Manning, M. (2010). Accelerating reading inequities in the early years. Language Arts, 88(2), 104-113.

Brown, S., Souto-Manning, M., & Laman, T. T. (2010).Seeing the strange in the familiar: Unpacking racialized practices in early childhood settings. Race, Ethnicity, and Education, 13(4), 513-532.

Souto-Manning, M. (2010). Teaching English learners: Building on cultural and linguistic strengths. English Education, 42(3), 249-263.

Souto-Manning, M. (2010). Family involvement: Considering challenges, building on strengths. Young Children, 65(2), 82-88.

Souto-Manning, M., & Mitchell, C. H. (2010). The role of action research in fostering culturally-responsive practices in a preschool classroom. Early Childhood Education Journal, 37(4), 269-277.

Souto-Manning, M. (2009). Acting out and talking back: Negotiating discourses in American early educational settings. Early Child Development and Care, 179(8), 1083-1094.

Cahnmann-Taylor, M., Souto-Manning, M., Wooten, J., & Dice, J. (2009). The art & science of educational inquiry: Analysis of performance-based focus groups with novice bilingual teachers. Teachers College Record, 111(11), 2535-2559.

Souto-Manning, M. (2009). Negotiating culturally responsive pedagogy through multicultural children’s literature: Towards critical democratic literacy practices in a first grade classroom. Journal of Early Childhood Literacy, 9(1), 53-77.

Souto-Manning, M. (2009). Educating Latino children: International perspectives & values in early education. Childhood Education, 85, 182-186.

Souto-Manning, M. (2009). Teachers search and research: Questioning educational practices. Childhood Education, 86(1), 49-51.

Vasquez, V., & Souto-Manning, M. (2009). “It’s all ’bout tryin’ to make ev’ryone sames.” The Council Chronicle, 19(2), 28-30.

Souto-Manning, M., Cahnmann-Taylor, M., Dice, J., & Wooten, J. (2008). The power and possibilities of performative critical early childhood teacher education. Journal of Early Childhood Teacher Education, 29(4), 309-325.

Souto-Manning, M., & James, N. (2008). A multi-arts approach to early literacy. Journal of Research in Childhood Education, 23(1), 82-95.

Souto-Manning, M., & Hermann-Wilmarth, J. (2008). Teacher inquiries into gay and lesbian families in early childhood classrooms. Journal of Early Childhood Research, 6(3), 263-280.

Rymes, B., Cahnmann-Taylor, M., & Souto-Manning, M. (2008). Bilingual teachers’ performances of power and conflict. Teaching Education, 19(2), 105-119.

Brown, S., & Souto-Manning, M. (2008). “Culture is the way they live here”: Young Latin@s and parents navigate linguistic and cultural borderlands in U.S. schools.Journal of Latinos & Education, 7(1), 25-42.

Souto-Manning, M. (2008). Linking words and worlds through curriculum integration. Journal of Thought: A Journal of Critical Reflection on Educational Issues, 43(1-2), 95-103.

Hermann-Wilmarth, J., & Souto-Manning, M. (2007). Queering early childhood practices: Opening up possibilities with common children’s literature. International Journal of Equity and Innovation in Early Childhood, 5(2), 5-16.

Souto-Manning, M., & Ray, N. (2007).Beyond survival in the ivory tower: Black and brown women’s living narratives. Equity & Excellence in Education, 40(4), 280-290.

Souto-Manning, M., & Dice, J. (2007). Reflective teaching in the early years: A case for mentoring diverse educators. Early Childhood Education Journal, 34(6), 425-430.

Souto-Manning, M. (2007). Immigrant families and children (re)develop identities in a new context. Early Childhood Education Journal, 34(6), 399-405.

Souto-Manning, M. (2007). Honoring children’s names and, therefore, their identities. School Talk, 12(3), 1-2.

Souto-Manning, M. (2006). A Latina teacher’s journal: Reflections on language, culture, literacy, and discourse practices. Journal of Latinos and Education, 5(4), 293-303. 

Souto-Manning, M., & Swick, K. (2006). Teachers’ beliefs about parent involvement:   Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187-193.

Souto-Manning, M. (2006). Families learn together: Reconceptualizing linguistic diversity as a resource. Early Childhood Education Journal, 33(6), 443-446.

Souto-Manning, M. (2006). A critical look at bilingualism discourse in public schools: Auto/ethnographic reflections of a vulnerable observer. Bilingual Research Journal, 29(2), 439-458.

Souto-Manning, M. (2006). Literacy as a means for re-imagining a woman’s identity. Journal of Women in Literacy and Life Assembly of the National Council of Teachers of English, 14, 26-33.

Souto-Manning, M. V. (2006). Moral stance and agency in schooling narratives. Brazilian Journal of Applied Linguistics, 6(1), 65-80.

Cahnmann, M., Rymes, B., & Souto-Manning, M. (2005). Using critical discourse analysis to understand and facilitate identification processes of bilingual adults becoming teachers. Critical Inquiry in Language Studies: An International Journal, 2(4), 195-213.

Rymes, B., Souto-Manning, M., & Brown, C. (2005). Being “critical” as taking a stand: One of the central dilemmas of CDA.Journal of Critical Discourse Studies, 2(2), 195-198.

Souto-Manning, M. & Lee, K. (2005). “In the beginning I thought it was all play:” Parents’ perceptions of the project approach in a second-grade classroom. The School Community Journal, 15(2), 7-20.

Souto-Manning, M. (2004). Circles of culture: Literacy as a process for social inclusion. Colombian Applied Linguistics Journal, 6, 23-41.

 

Book Chapters

Souto-Manning, M. (2017). Why are critical perspectives and ecological approaches needed in early childhood teacher education? In A. C. Iddings (Ed.), Re-designing teacher education for culturally and linguistically diverse young students: Engaging a critical-ecological approach. New York, NY: Routledge.

Vasquez, V., Long, S., and Souto-Manning, M. (2016). Taking a stand for social justice. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. (2016). Silence is not an option. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. (2016). Courageous leaders: No empty platitudes. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Souto-Manning, M., & Mordan-Delgadillo, Y. (2016). Humanizing early education: Courageously caring leadership in a bilingual Head Start program. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice.  New York, NY: Teachers College Press.

Souto-Manning, M., Madrigal, R., Malik, K., & Martell, J. (2016). Bridging languages, cultures, and worlds through culturally relevant leadership. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Souto-Manning, M. & Cheruvu, R. (2015). Multiculturally sustaining early childhood pedagogy. In L. Couse & S. Recchia (Eds.), Handbook of Early Childhood Teacher Education. New York, NY: Routledge.

Souto-Manning, M. (2014). Family involvement: Challenges to consider, strengths to build on. In C. Copple, S. Bredekamp, D. Koralek, & K. Charner (Eds.), Developmentally appropriate practice: Focus on kindergartners. Washington, DC: National Association for the Education of Young Children (NAEYC).

Laman, T., Jewell, P. Jennings, L., Wilson, J., & Souto-Manning, M. (2014). Supporting critical dialogue across educational contexts. In X. Zuniga, G. Lopez, & K. A. Ford (Eds.), Intergroup dialogue: Engaging difference, social identities and social justice. New York, NY: Routledge.

Souto-Manning, M. (2013). Critical for whom?: Theoretical and methodological dilemmas in critical approaches to language research. In D. Paris & M. Winn (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities. Thousand Oaks, CA: Sage.

Souto-Manning, M. (2012). A young Latino child and his family negotiate home and school borderlands. In L. DiBello & N. Maldonado (Eds.), Hispanic/Latino children and their families: A guide for educators and service providers. Washington, DC: Association for Childhood Education International.

Souto-Manning, M. (2011). Publishers in the mix: Examining literacy curricula. In N. File, J. Mueller, & D. B. Wisneski (Eds.), Curriculum in early childhood: Reexamined, rediscovered, renewed. London, UK: Routledge.

Souto-Manning, M. (2011). Challenging the text and context of (re)naming immigrant children: Children’s literature as tools. In B. S. Fennimore & A. L. Goodwin (Eds.), Promoting social justice for young children: Facing critical challenges to early learning and development (pp. 111-124). New York, NY: Springer.

Souto-Manning, M. (2011). A different kind of teaching: Culture circles as professional development. In V. Kinloch (Ed.), Urban literacies: Critical perspectives on language, learning, and community (pp. 95-110). New York, NY: Teachers College Press.

Souto-Manning, M., & Smagorinsky, P. (2010). Freire, Vygotsky, and social justice theories in English education. In s. Miller and D. Kirkland (Eds.), Change matters: Qualitative research ideas for moving social justice theory to policy (pp. 41-52). New York, NY: Peter Lang.

Souto-Manning, M. (2010). Critical narrative analysis of classroom discourse: Culture circles as a framework for empowerment and social action.InL. Jennings, P. Jewett, T. Laman, M. Souto-Manning, and J. Wilson(Eds.), Sites of possibility: Critical dialogue across educational settings. Cresskill, NJ: Hampton Press.

Jennings, L., Jewett, P., Laman, T., Souto-Manning, M., and Wilson, J. (2010). Introduction: Critical dialogue. InL. Jennings, P. Jewett, T. Laman, M. Souto-Manning, and J. Wilson(Eds.), Sites of possibility: Critical dialogue across educational settings. Cresskill, NJ: Hampton Press.

Jewett, P., Laman, T., Souto-Manning, M., Wilson, J., and Jennings, L. (2010). Critical dialogue across educational contexts. InL. Jennings, P. Jewett, T. Laman, M. Souto-Manning, and J. Wilson(Eds.), Sites of possibility: Critical dialogue across educational settings. Cresskill, NJ: Hampton Press.

Souto-Manning, M.(2009). Syncretic home literacies: Learning to read in two languages and three worlds. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling. Charlotte, NC: Information Age Publishing.

Evans, A. C., & Souto-Manning, M. (2009). “I gotta touch the book!”: Reading aloud with young toddlers. In S. Israel (Ed.), Literacy breakthroughs. San Francisco, CA: Jossey-Bass.

Souto-Manning, M. (2007). English should not replace a child’s native language. In J. D. Ginn (Ed.), Bilingual Education. San Diego, CA: Greenhaven Press.

Souto-Manning, M. (2007). Education for democracy: The text and context of Freirean culture circles in Brazil. In D. Stevick and B. Levinson (Eds.), Reimagining civic education: How diverse nations and cultures form democratic citizens. Lanham, MD: Rowman & Littlefield.

Courses

Related Articles

TC's Mariana Souto-Manning Talks to WNYC About the Importance of Diversity in Children's Literature

Souto-Manning, Associate Professor of Education, tells talk show host Brian Lehrer that children need books that both reflect and expand their worlds.

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Souto-Manning to New York Times: Latino Kids Need to See Themselves in School Literature

If they don't, said the Associate Professor of Education, "they start thinking their language, practices or familiar places and values don't belong in school."

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Sealey-Ruiz Co-Edits Special Journal Issue on the Disappearance of Black Teachers

Would fewer Black male students drop out if more Black men were teaching? The question, which has provoked much discussion and research by educators and academics, is now the focus of a special issue of the prestigious Journal of Negro Education (JNE), guest edited by Yolanda Sealey-Ruiz, TC Assistant Professor of English Education.

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TC Wins Federal Funding to Prepare Dually-Certified Early Childhood Teachers

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Oyler, Souto-Manning on NBC Channel 4 About Preparing Culturally Competent Teachers

In a story about the challenges faced by today's teachers, reporter Andrew Siff interviewed Professor Celia Oyler about TC's emphasis on preparing culturally competent teachers. Siff also filmed part of Professor Mariana Souto-Manning's class in Early Childhood Education and interviewed two TC students from that class about why they are passionate about teaching.

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Souto-Manning wins AERA Award for Innovations in Research on Diversity

The American Education Research Association (AERA) has selected Mariana Souto-Manning, Associate Professor of Education in the Curriculum & Teaching Department, to receive its Division K Innovations in Research on Diversity in Teacher Education, for "exemplary innovations in research on diversity."

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The Play is the Thing

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Souto-Manning Receives Research Award

Mariana Souto-Manning, Associate Professor of Education in the Department of Curriculum and Teaching, received the 2009 Early Career Researcher Achievement Award from the National Conference on Research in Language and Literacy (NCRLL).

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TC Faculty Question Education Secretary's Vision

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